Investigating the Relationship Between Academic Self-Regulation and Metacognition With Students’ Academic Achievement

Purpose: the present study was aimed at investigating the relationship between academic self-regulation and metacognition with students’ academic achievement. methodology: this was an applied research and followed a descriptive correlational method in terms of data collection. the statistical population included all students in gilan-e-gharb. 110 of them were selected through multi-stage cluster sampling method to participate in the study. to collect data, the self-regulatory questionnaire and ryan & connell (1989) and o’neill and abedi metacognition questionnaire were used. findings: the results showed a significant relationship between self-regulation and its dimensions including internal self-regulation, external self-regulation, cognitive self-regulation and internal motivation with student’s academic achievement. in addition, there was a significant relationship between metacognition and components of innovation and collaboration with students' academic achievement and the components of innovation and collaboration could predict students' academic achievement (p <0.05). conclusion: teachers can play an effective role in students’ academic achievement by creating a climate of collaboration and assistance among students in addition to creating a positive attitude toward the environment.